Developing the Tendering Capacity of Anging Construction Industry Association Trainees Using Situation-Based Learning Activities: An Empirical Study on Enhancing Practical Skills and Decision-Making in Construction Project Bidding

Liu Xin; Poosit  Boontongthern

doi:10.60027/iarj.2026.e296719

Authors

Liu Xin Rajabhat Maha Sarakham University, Thailand https://orcid.org/0009-0006-7263-0441
Poosit Boontongthern Rajabhat Maha Sarakham University, Thailand https://orcid.org/0000-0002-1774-1193

DOI:

https://doi.org/10.60027/iarj.2026.e296719

Keywords:

Situation-based Learning, Construction Tendering, Professional Training, Competency Development, Quasi-experimental Design, Chinese Construction Industry

Abstract

Background and Aims: Construction tendering has become a complicated process that needs digital skills, knowledge of sustainability, and advanced risk assessment. Conventional, lecture-centric training frequently fails to fully equip professionals, especially in China's swiftly modernizing industry, which is experiencing a substantial skills gap due to an aging workforce. The objectives of this quasi-experimental study were to: (1) create and validate a situation-based learning (SBL) intervention for the enhancement of tendering capacity, (2) evaluate its effect on trainees' competencies, and (3) measure participant satisfaction with the SBL methodology.

Methodology: Using a one-group pretest-posttest design, the study included 30 professionals and trainees from the construction business in Anqing, China (Mean age=41.2, SD=9.8; mean experience=12.5 years). The intervention included seven SBL courses that combined classroom theory with real-life bidding situations and site visits over 21 hours of interaction time. Tendering capacity was assessed using a validated 30-item evaluation encompassing project analysis, organizational design, construction planning, and quality/safety management. The examination of the data includes paired t-tests and descriptive statistics.

Results: Expert validation assessed the SBL intervention as extremely suitable (M=4.35, SD=0.47). Trainees showed a big improvement in their ability to tender, going from a pretest score of 60.50 (SD=4.15) to a posttest score of 85.97 (SD=6.74). The difference was statistically significant (t (29) =19.72, p<.001) and had a substantial effect size (Cohen's d=3.60). After the intervention, 70% of participants reached "excellent" levels of competency. The trainees were quite happy (M=4.72, SD=0.54), and they were most happy about learning how to solve problems.

Conclusion: Learning based on real-life situations is a great way to improve your skills in construction tendering since it closes the gap between theory and practice by giving you real-world, relevant experiences. The method shows a lot of promise for helping workers in China's construction industry learn new skills when they move to new jobs. This could lead to more use in professional training programs.

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